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Innovation Project of the YearJob Descriptions Job description of the class teacher of a general educational institutionOpen in WORD format This instruction has been developed and approved on the basis of the labor 1. General Provisions 1.1. The class teacher is an employee of the general education Due instruction of the class teacherThe main activities of the class teacher 3. Job responsibilities of the class teacher The class teacher has the following job responsibilities: contributes to a favorable microclimate in the classroom, forms 4. Rights of the class teacher 5. Responsibility of the class teacher The class teacher is responsible for: Regulatory bases. Duties of the class teacher.
2. Job description; 3. Cyclogram of the activity of the class teacher; 4. List of documentation and reporting of the class teacher; 5. List of students; 6. Social passport; 7. information about parents; 8. Additional education; 9. class asset; 10. Schedule of duty of students in the classroom; 11. Schedule of lessons; 12. Information page; 13. Plan of educational work in sections: - psychological and pedagogical characteristics of the class; - analysis of educational work for the academic year; - the theme, goals and objectives of educational work; - plan-grid of educational activities in the classroom; — grid plan for the prevention of DDTT, fire safety, drug addiction and smoking; Plan-grid of work with parents; 14. List of the parent committee; 15. parent committee meetings; 16. Minutes of parent meetings; 17. Parent meeting attendance sheet; 18. Safety Journal; 19. Appendix. Regulatory bases. Duties of the class teacher. The role of the class teacher is the management of the resources of the educational institution and the environment for the implementation of the tasks of educating students of the class entrusted to him. The responsibility of the class teacher of the school covers various aspects of the life of pupils and can be expressed in invariant and variable components. The invariant component of the class teacher's activity includes: 1) ensuring the life and health of students(monitoring the attendance of educational institutions by students of the class; monitoring the reasons for absences; awareness of the state of health of students in the class; maintaining documentation of the incidence of students; working with a health sheet in the class journal; a set of measures to protect and promote health, developed and implemented jointly with the doctor and parents; involvement of students in physical education and sports activities; coverage of students with hot meals; conducting briefings and maintaining safety documentation), 2) ensuring positive interpersonal relationships between students and between students and teachers(awareness about interpersonal relationships in the classroom, about the nature of the relationship between students in the class and teachers who lead classes; diagnosing interpersonal relationships; prompt regulation of emerging contradictions; determining the tasks of optimizing the psychological climate in the classroom; identifying students who have problems in the field of interpersonal relations; attracting specialists psychological and pedagogical service to solve existing problems), 3) assistance in mastering educational programs by schoolchildren ( awareness of the features of the content of education provided for by the curriculum, of the problems and prospects for the implementation of the educational program in the student class; coordination of activities of teachers - subjects and parents; forecasting and monitoring of academic performance; assistance in the development and implementation of individual educational trajectories; planning and implementation of work with gifted and underachieving students), 4) education of patriotic feelings, the formation of the experience of civil law behavior, the development of social competence of students(development of an annual cycle of events that contribute to the education of patriotism and citizenship, expanding the legal and social competence of students; assistance in the formation of the experience of civic behavior in the process of student self-government; support in student self-government of high standards; systematic development of student self-government based on the initial state of affairs in the class team; implementation of contractual principles in the interaction of the class teacher and students). Variable component of the activity of the class teacher: 5) programming of educational work with the class(a comprehensive study of the state, problems and determination of prospects in the education, training and development of students in the class; high-quality and reasonable goal-setting, programming and planning of work with the class; maintaining reporting documentation; monitoring the effectiveness of their own activities; organizing the participation of students in competitions and competitions of the city, district and the All-Russian level in accordance with the profile - system-forming activity of the class), 6) preventive work(definition of students who cause the greatest concern as potential violators of discipline; development and implementation of a set of preventive measures agreed with a social pedagogue, psychologist, school administration, parent committee; involvement in preventive activities of a wide range of participants, the capabilities of various organizations). The following can be considered as resources providing education for students: – activities of teachers, teaching staff, educational organizations, - educational programs, educational technologies, methodological support of educational activities, — cooperation with parents of students, families of students, – Mass media, activities of social organizations, cultural institutions, - socially significant activity of the pupils themselves, their social self-organization. Job description. General provisions 1.1. This job description was developed on the basis of the tariff and qualification characteristics for the positions of employees of educational institutions, agreed with the Decree of the Ministry of Labor of the Russian Federation of August 17, 1995 No. 46, taking into account the changes introduced by the Decree of the Ministry of Labor of the Russian Federation of November 22, 1995 No. 65. When drawing up instructions approximate recommendations on the organization of the labor protection service in an educational institution of the system of the Ministry of Education of the Russian Federation, approved by order of the Ministry of Education of the Russian Federation N 92 of February 27, 1995, were taken into account; guidelines for organizing the activities of a class teacher in general education institutions (letter of the Ministry of Education dated 06/21/2001 No. 480 / 30-16); methodological recommendations “On the implementation of the functions of a class teacher by pedagogical workers of state and municipal educational institutions” (order of the Ministry of Education and Science No. 21 of 03.02.2006). 1.2. The class teacher is appointed by order of the director of the school from among the teachers working at the school with the consent of the teacher. 1.3. Control over the activities of the class teacher is carried out by the deputy director for educational work. 1.4. In their activities, the class teacher is guided by the Constitution and laws of the Russian Federation, decisions of the Government of the Russian Federation and educational authorities at all levels, rules and regulations of labor protection, fire safety, as well as the Charter of the school and other local acts, observes the Convention on the Rights of the Child. Functions The main functions of the class teacher are: 1. Organizational and coordinating: Establishing a connection between the educational institution and the family; Interaction with subject teachers working in the classroom, other specialists of the educational institution; Accounting and stimulation of various activities of students, including in the system of additional education for children; Individual, impact and interaction with each student and the team of the class as a whole as subjects of this activity; Maintaining documentation (class journal, diaries, personal files of students, work plan of the class teacher, journal of the class teacher). 2. Communicative: Regulation of interpersonal relations between students; Establishment of subject-subject relations between the teacher and the student; Promoting a general favorable psychological climate in the team; Assistance to students in the formation of communicative qualities. 3. Analytical and predictive: Studying the individual characteristics of students and the dynamics of their development; Determination of the state and prospects for the development of the classroom team. Job Responsibilities The class teacher has the following duties: 3.1. Plans classroom activities for each academic year and each academic quarter. The work plan is approved by the deputy director of the school for educational work no later than five days from the beginning of the planning period. 3.2. Ensures the safe conduct of the educational process, promptly notifies the school administration of each accident, takes measures to provide first aid; 3.3. Organizes the study by students of the rules of labor protection, rules of the road, behavior at home, on the water, etc., instructs students with mandatory registration in the classroom log or the instruction log; 3.4. Forms the motivation for the teaching of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; 3.5. Provides assistance to students in educational activities; Identifies the causes of low academic performance, organizes their elimination; 3.6. Respects the rights and freedoms of students; 3.7. Promotes additional education for students through a system of circles, clubs, sections, associations organized at school, institutions of additional education for children and at the place of residence; 3.8. Creates conditions for the successful existence of the child in a comprehensive school, promotes the versatile creative development of the individual, spiritual and moral development; 3.9. Together with the self-government bodies of students, he actively promotes a healthy lifestyle; conducts physical culture, sports and other events that promote the health of students in the classroom; Ensures the unity of the educational impact on the student of the family and the school, carries out work with parents; if necessary, involves the competent authorities to protect the rights of the child or provide financial assistance, provides social protection for children; 3.11. Creates a favorable microenvironment and moral and psychological climate for each student in the class; 3.12. Promotes the development of communication skills among students, helps the student to solve problems that arise in communication with friends, teachers, parents; 3.13. Carries out the study of the personality of each student in the class of his inclinations, interests, directs self-education and self-development of the student's personality, makes the necessary adjustments to the system of his education; 3.14. Analyzes the state and determines the prospects for the development of the class team; 3.15. Submits a written report on its activities to the deputy director of the school for educational work at the end of each academic quarter; 3.16. Maintains class documentation in the prescribed manner, controls the filling in of diaries by students and putting marks in them; 3.17. Participates in the work of the pedagogical council of the school; 3.18. Systematically attends school-wide events together with the class; 3.19. Systematically improves their professional qualifications; participates in the activities of methodological associations; 3.20. Works according to the schedule drawn up approved by the principal of the school; 3.21. Organizes the duty of the class around the school according to the schedule approved by the director of the school; 3.22. Complies with ethical standards of behavior at school, at home, in public places, corresponding to the social status of the teacher. Rights The class teacher has the right, within his competence: 4.1. Receive information about the mental and physical health of children; 4.2. Monitor the progress of each student; 4.3. Monitor attendance at school by children; 4.5. Coordinate and direct the work of teachers of this class in a single direction; 4.6. Organize educational work with the students of the class through the holding of "small teachers' councils", pedagogical councils, thematic and other events; 4.7. Submit proposals agreed with the class team for consideration by the administration, the council of the educational institution; 4.8. Invite parents (or substitutes) for a conversation; 4.9. In agreement with the administration of the general education institution, apply to the commission for juvenile affairs, the psychological, medical and pedagogical commission, the commission and councils for family assistance to schools at enterprises; 4.10. Determine an individual mode of work with children based on a specific situation; 4.11. Conduct experimental work on the problems of education. Approximate job description of the class teacherFor an increase in the official salary, bonuses and other measures of material and moral incentives; 4.13. Participate in competitions, festivals and other events both personally and his pupils; 4.14. On the material, technical and methodological support of the educational process organized by him; 4.15. For support and assistance from the administration; 4.16. For advanced training and professional skills within the walls of the school and the system of additional professional education. A responsibility In accordance with the legislation of the Russian Federation, the class teacher is responsible for: 5.1. For the life and health of the students of the class during the events held by them, as well as for the violation of their rights and freedoms. 5.2. For non-performance or improper performance without good reason of the Charter and the Internal Labor Regulations of the school, the legal order of the school principal, local regulations, job duties established by the job description; 5.3. Bears personal responsibility for the improper implementation of anti-terrorist security requirements at the school in accordance with applicable law. 5.4. For the use, including a single one, of methods of education related to physical and (or) mental violence against the personality of the student, as well as the commission of another immoral offense; 5.5. For the guilty infliction of damage to the school or participants in the educational process in connection with the performance (non-performance) of their official duties, the class teacher shall be liable in the manner and within the limits established by labor and (or) civil legislation. This article has been in existence for almost two years, and a lot of readers have complained that my words are not substantiated by anything, only from experience. They demanded to provide regulations, but I could not find anything. Searching for an answer to a question from one of the users accidentally brought me to the order of the ministry with methodological recommendations on the work of the class teacher, and I decided to update the article and comment on it in accordance with the normative act. While still working at school, I was amazed and indignant at how much a teacher should do if he is also a class teacher. I have already written a little about a large number of “professional facets” of a teacher. This article will describe the functions of the class teacher from the point of view of the Ministry of Education. Schools and teachers can focus on order Ministry of Education and Science of the Russian Federation dated February 3, 2006 No. 21 “On approval of methodological recommendations on the implementation of the functions of the class teacher by pedagogical workers of state educational institutions of the constituent entities of the Russian Federation and municipal educational institutions”, which regulate the activities of the class teacher. Classroom teacher is a teacher in any subject who manages the entire life (at school and outside of school) of one class attached to him and communicates with parents. According to the law (Part 1 of Article 60.2 of the Labor Code of the Russian Federation), any additional work must be performed with the written consent of the employee and for an additional fee. In fact, the class leadership is prescribed in the employment contract and the teacher automatically agrees to the performance of this work upon signing. It is rare that anyone can refuse this, although he has every right, and it is paid far from being proportional to the time and effort spent. Functions of the class teacher and what is needed for their implementation:
Methodological recommendations also cover the forms of work that the class teacher can use to carry out their functions: individual (conversations, consultations); group (for example, self-government bodies, which for some reason have now ceased to be relevant, at least in my school); collective (competitions, performances, concerts). The success of the work is proposed to be assessed by the level of social development of students (general culture, discipline), that is, by the results. The process of work itself is also evaluated, that is, how the class teacher organized educational work with students, how he interacts with the school staff and parents. But some things are still not covered in the document, but, in my opinion, are important for work - this is something that cannot be done in the work of a class teacher and a little about his schedule. The class teacher is not allowedFinally…Two years later, I returned to the article with different ideas about the school and work in it as a class teacher. Some readers did not agree with my opinion (though without explaining why). Now I understand that a lot depends on people and there are quite a lot of teachers who really like to be a class teacher and a large number of functions do not frighten or annoy them. For me, this work was a burden, because I wanted to be more involved in preparing for the lessons, and not counting the remaining money for food and checking diaries. Have something to add or object to? Write in the comments. I'm waiting in VK and Odnoklassniki groups. The class teacher has always played a very important role in the history of the Russian school, because it is he who has a huge influence on the formation of the personality of schoolchildren, the disclosure of their creative and intellectual potential. And also a good class teacher will always protect the rights and interests of children, building the educational process on the principles of humanistic pedagogy. The class teacher will help the student to become a Human if his activity is of a developing nature. Read our article about the content of the work of a class teacher. Functions and duties of the class teacherWhat is the importance of a classroom teacher? He is the main organizer of the educational and pedagogical process at the school; an official appointed by the principal of the school in order to organize educational work with students. Today there is several types of classroom management:
Functions of the class teacher:
The class teacher is a person who has certain rights and responsibilities:
Work systemRecently, one of the main requirements for the organization and implementation of competent professional activities of the class teacher is the conduct of system-type work both with the class and with each student individually. Such work should be aimed at developing the individuality of each student and, thanks to this, the uniqueness and success of the whole class. The most important task of the class teacher is to take care of mutual understanding between him and the students, a favorable socio-psychological climate in the student team. The class teacher conducts systematic work on the basis of:
The system of work of the class teacher consists of:
Introducing both well-known and innovative methods and forms of work with pupils, the class teacher must understand that the more of them and the more interesting they are for students, the better. These can be conversations and discussions, discussions and debates, games and trainings, excursions and interesting meetings, competitions and tournaments, various forms of socially useful and creative work, and so on. The successful work of the class teacher also implies a close relationship with the parents of the students. Parents can be contacted using the following forms:
Watch the video in which the class teacher shares his experience in conducting educational workWhat should be a class teacherThe class teacher is, first of all, a professional pedagogical employee who is for students:
self-education
The class teacher can improve the level of education using such forms:
Choosing the topic of self-education, the class teacher should develop work algorithm which should include:
Documents of the class teacherThe ability of the class teacher to work with information, systematize and store it is also important. The general list of documents of the class teacher:
The class teacher today is a thinking teacher, constantly developing, looking for answers to questions that concern students and their parents. Such a person is open to new things, is able to positively influence, shape their souls, lead to the light. This instruction has been developed and approved on the basis of the labor 1. General Provisions 1.1. The class teacher is an employee of the general education 2. Functions The main activities of the class teacher 3. Job responsibilities of the class teacher The class teacher has the following job responsibilities: 4. Rights of the class teacher The class teacher has the right, within his competence: 5. Responsibility of the class teacher The class teacher is responsible for:
The planning of educational work in the classroom should be understood as a processjoint activities of the classroomdriver, children and adults to determine the goals, content and methods of organizingnization of the educational process and lifeinactivity in the class community. The basis of this activity is modeling, because the plan of educational work is nothing more than a model of one of the fragments of the future state of the educational process. In order to successfully carry out planning, it is necessary to observe the following principles of pedagogical modeling: consistency, concreteness, optimality, dialogue, individuality, scientific character, continuity. Let's take a look at each of these principles. The principle of consistency aims the planning participants to consider the educational process as a complex system consisting of a set of interrelated and interacting components. These are people: the class teacher, class students, their parents, school teachers and other adults. Their individual and collective interests, needs, value orientations; goals, principles, content, forms and methods of organizing joint activities, communication and relationships; internal and external relations of the classroom community; criteria, indicators, techniques and methods for studying, analyzing and evaluating the state and results of the educational process. The principle of concreteness contains a recommendation to plan developers to avoid unjustified copying of ongoing cases in other student groups. When planning, it is important to take into account the interests and needs of the members of your team, the level of development of your class and growth prospects. The correctness of the choice of certain forms and methods of educational work largely depends on the awareness of the specific features of the pedagogical situation in a particular educational group. Compliance with this principle implies the inclusion of specific cases in the plan, the determination of specific deadlines and those responsible for their implementation. Principle of optimality is associated with three important circumstances in the planning of educational work in the classroom. Firstly, the class teacher must find the best option for the participation of children and adults in the collective planning work. secondryh, The result of this joint activity should be model ideas about the optimal variant of building life in the classroom and the educational process in it. In-trequiet, the class teacher must choose the best version of the form and structure of the educational work plan itself, so that the created document is convenient for use in the daily activities of the class teacher. Dialogue principle means that the dialogue of actions, opinions, motives of planning participants is a necessary condition for preparing the optimal version of the plan. Attentive attitude to the opinion of each member of the team, fixing and taking into account different points of view are essential for determining the most complete range of possible ways and means of organizing the future life of the class community. The principle of individuality aims the planning participants to direct their efforts towards creating model ideas about the educational system of the class, in which the individuality of each student is a value, and the process of its development and manifestation is one of the main tasks of the modeled system. The principle of individuality also implies taking into account the individual characteristics of children and adults in the organization of collective activity to develop a plan. Scientific principle - this is a requirement for the class teacher to rely, when drawing up a plan, on scientific ideas about the essence, driving forces and patterns of the process of raising and developing a child, on the theoretical provisions of modern pedagogical concepts about education, on the technological developments of domestic and foreign scientists. Continuity principle draws the attention of the developers of the plan to one of the most important characteristic features of the planning process - its continuity. The approval of the class teacher's work plan can only indicate the relative completeness of the planning process. Even an experienced class teacher, after drawing up the plan, makes adjustments to it, since the educational system of the class is a “living organism”, in which the interests, needs, values of children and adults change, interpersonal relationships are adjusted, new contacts with the surrounding social and natural environment appear . All this leads to changes in the plan of educational activities of the class teacher. Based on the listed principles in joint activities with colleagues, students and parents, the class teacher makes calendar orperspective work plan. Calendareducational plan work covers a weekly or monthly period of time and contains such information as the name of the planned cases, the date and time of their implementation, the names of the organizers of the events. Such a plan (most often a grid plan) is called the work plan of the class teacher. Its compilation, as a rule, does not cause any difficulties for the teacher, so in the future we will talk about the technology of long-term planning, the content, form and structure of the educational work plan in the classroom for the academic year or six months. First about algorithm development perspective plan. It is a kind of technological chain of sequentially performed actions of the class teacher and other participants in planning. The main links in this chain are: 1) determination by the class teacher of the procedure and deadlines for planning educational work and the life of the class; pedagogical analysis of the state and results of the educational process; modeling by the class teacher of the image of the class, its life and educational process in it; collective planning; 2) clarification, correction and concretization of the pedagogical plan, drawing up a plan of educational work. Properly performing action after action , step by step any teacher will be able to develop an optimal and scientifically based plan of educational work. In order for the class teacher to better understand the mechanism for drawing up a long-term plan, it is advisable to describe in detail the joint actions of children and adults in planning the life of the class community and educational work in it. First step class teacher - is the definition of the order and timing of actions plan development . In fact, the teacher must first draw up a plan to create another plan. At first glance, this phrase may seem strange, but there is no mistake. In order for the activities of the class teacher and other participants in planning to be purposeful, orderly and effective, it is necessary to plan joint activities to develop a long-term plan for educational work. Of course, when determining the order of actions, the class teacher uses his knowledge of the planning algorithm. But in addition to them, he must have information about how the planning of educational work on a schoolwide scale will take place. Planning processes in an educational institution and its structural subdivisions should proceed concurrently. In this regard, you can use the developed cyclogram for planning educational work for the new academic year. When drawing up a plan for joint activities for the implementation of long-term planning, it is necessary to determine the forms and methods of participation of students and parents in this process, to resolve with a psychologist, deputy director for educational work and other members of the teaching staff questions about the psychological and pedagogical support of actions to develop a plan. Second step in the activities of planning the educational process in the classroom - this is an analysis of educational workyou for the past academic year. Such an analysis is often perceived as a time-consuming and not the most necessary part of the professional activity of a class teacher, which, moreover, requires significant intellectual and physical costs. The practical benefits of analytical activities are not always obvious. However, the study of a large number of plans for the work of class teachers and the conduct of experimental activities in a number of schools in the Pskov region allow us to conclude that the analysis of the educational process can and should become the basis for planning educational work by the class teacher for the subsequent period. This is possible when The analysis was conducted informally; Pedagogical analysis is not an eclectic (diverse and not always interconnected) combination of various facts and value judgments, but has a clear structure and is carried out according to certain scientific and methodological principles; Analytical activity is built in accordance with the developed criteria-analytical apparatus; The analysis is quite informative and meaningful; The class teacher takes into account the range of opinions of the majority of subjects of the pedagogical process: teachers, schoolchildren, their parents, school administration, representatives of the pedagogical community, with whom the team directly interacts In the modern practice of class management, there is several approaches dov to analyze the educator noah work , For example: descriptive,polar-evaluative, problematic, systemic and personality-oriented. We note their main features. At descriptive approach the events and phenomena that occurred in the life of the class are described and analyzed, as a rule, according to the principle “what I see, I sing about”. At polar appraisal approach highlights and analyzes the positive and negative aspects and results of the educational process. It is also planned to analyze the causes of negative or positive phenomena in the life of the class. Systems approach involves a holistic analysis of the pedagogical process in the aggregate unity and interaction of all its components: subjects, goals, content, means (forms, methods, techniques), results of activities and educational relations. At the same time, emphasis is placed on the “key” moments of the pedagogical process, which are considered priority in the analyzed period of the life of the class. At problematic approach there is a selection, analysis and structuring of the problems and contradictions of the pedagogical process. Recently, some innovative educational institutions have successfully implemented the principles lich nostalgic approach , which determine the specifics of the pedagogical analysis of the educational work of the class teacher. With this approach, the emphasis in analytical activity is on such aspects as the development of the child's personality; formation and manifestation of individual characteristics of schoolchildren; personal achievements of students; formation in the classroom and school of a favorable environment for the development of students; the functioning of the system of medical-psychological and socio-pedagogical support for the development of schoolchildren. Depending on the organizational culture of the school and the traditions of educational activities, the personal characteristics of the teacher and the principles of pedagogical analysis professed by him, the following types of analysis of the educational process in the classroom are used: analysis of the implementation of goals and problem solving, analysis of key events and pedagogical situations, criterion-oriented analysis. By doing an analysis of the implementation of goals and tasks , the class teacher evaluates the degree of achievement of the target settings defined in the plan of educational work for the previous period. For this, criteria for the implementation of goals are used, as well as indicators by which one can judge the solution of educational problems. For analysis of major events and pedagogical situations it is important to have the necessary amount of information. One of the forms of its accumulation is information or information-analytical references. Information notes usually indicate what took place or was carried out, when and who conducted the event (a set of events), what results were obtained in the activities carried out. The information and analytical reference includes additional information of the following content: 1. Positive aspects of the activities carried out: what was especially successful in determining the content, forms and methods of organizing joint activities, who managed to excel, how the work (event) carried out contributed to the development of the personality of schoolchildren, in solving which problems it was possible to advance. 2. Negative aspects of the activities carried out: what did not work out, who could not cope with their assignment, what pedagogical and organizational tasks could not be completed. 3. What new things did you get as a result of preparing, conducting and summing up the results of a joint case? What pedagogical consequences are possible after the event? What problems can become aggravated in the near future, manifest themselves in the long term? 4. How did the participation and position of teachers affect the effectiveness of the case? Conclusions and suggestions on the prospects and ways to improve joint activities. Successful fundamentals analysis events contributes to the collective analysis of life, involving the active participation in the analytical process of all subjects of the educational process: teachers, students, parents, friends of the class. Among the forms of collective analysis that can be sources of important information, one can single out an oral survey, questioning, filling out an open opinion sheet, issuing various information sheets, wall newspapers; various forms of collective creative analysis (oral journal, live newspaper, TV program, creative report, etc.). Criteria-Based Analysis is aimed at identifying changes in the main indicators of the effectiveness of educational work in accordance with the developed criteria for the effectiveness of educational activities. The analysis should distinguish between outcome criteria and process criteria. Outcome Criteria allow assessing the level of development of certain qualities of the personality of students, their upbringing, trained, socialized. Cree process teri help to understand how educational activities are carried out, how the mechanisms of education work, what effect certain factors (conditions) have on the results of education. The following criteria can be selected as such criteria: the humanity of educational relations, the involvement of students in the life of the class team, the formation of business and interpersonal relationships, the development of self-management principles in the class, the presence of social ties of the class community, the effectiveness of psychological, pedagogical and medical and social support for the development of students . In the analytical activity of the class teacher, three stages can be distinguished: preparatory, basic and reflexive. purpose prepare body stage is to prepare the teacher himself for the implementation of analytical activities. During this period, the class teacher determines the subject and purpose of pedagogical analysis, develops a program and tools (criteria, forms, methods and techniques of analysis) of analytical activity, provides for the participation in this work of all subjects of the educational process. On the main stage the class mentor directs his efforts to collecting and systematizing information about the educational process, analyzing and evaluating the results of pedagogical activity, identifying positive and negative aspects in the life of the class and educating students, identifying problems and contradictions in the educational process, making a forecast for the development of the educational system of the class, formulating conclusions and proposals for improving and updating the educational process in the classroom community. At the reflective stage the teacher evaluates the analytical activity carried out, eliminates factual and stylistic inaccuracies in the information and analytical materials, and makes the necessary adjustments to them. Third step class teacher in the activity of drawing up a plan of educational work is modelingthe teacher of the image of the class and the process of education in it. Under the class image we understand the totality of the teacher's ideas about the future state of the classroom community. The main components of the image of the class are: the image of the student class, the image of the life of the class community, the construction of activities, communication and relationships in it, the idea of external relations and relations of the class, its place and role in the school community. Let's consider each component of the class image. student class image . This image is made up of the teacher's ideas about the most important qualities that members of the classroom community should cultivate. Creating the image of a student, the class teacher tries to find an answer to a rather difficult question: what qualities a child should have in order to successfully cope with the social functions assigned to him as a citizen, son or daughter, brother or sister, student or student, member of a public association, etc. These representations will help the teacher to correctly determine the goal and objectives of educational work, the criteria and indicators of its effectiveness. The image of the life of the class community, the construction of activities in it,communication and relationships. Almost every teacher strives to create in the classroom an intellectually and spiritually rich, morally clean and emotionally favorable atmosphere in the classroom community. However, not everyone manages to build such relationships in the classroom, because sometimes the teacher does not have a holistic and detailed idea of the nature, directions and methods of joint life of members of the class team. First, the class teacher needs to determine which type or direction of joint activity (tourist and local history work, club activities, educating students on the traditions of Russian national culture, etc.) can become a priority in the life of the class. The choice of a priority type of activity depends, first of all, on the interests and needs of students, the personal characteristics of the class teacher, and the type of educational institution. Often, the class teacher's passion for tourism or sports, theater or amateur arts develops into a general passion for members of the class community, and on this basis an educational system of the class is created, its individuality is formed. Along with priority and other activities, the class teacher needs to present ways, forms and ways to improve communication between members of the class community. In recent years, teachers have begun to pay more attention to the business and informal communication of students, the development of the communicative culture of schoolchildren. Communication trainings, communicative games, hours of communication and development, circles and clubs of communicative culture appeared in the pedagogical arsenal. This not only greatly enriched the educational process, but also contributed to its effectiveness. The success of the life of a class largely depends on the nature of the emerging relations between members of the class community. It is important for the class teacher to clearly represent the real state of interpersonal and business relations in the class, the possibilities and means of improving them. All members of the class community should be in the teacher's field of vision, but especially those students who occupy a disadvantaged position in the children's team. It is desirable that in the formed ideas about the future of the class, the teacher could determine a niche for self-realization and self-affirmation of the personality of each child. A class image is not complete without a representation about external relations and relationsclass, about its place and role in the school communitynews. Forming the image of the class, the class teacher provides for the participation of his pupils in school-wide events, in joint affairs with peers from classes of the same parallel, in work with younger and older students. It is worth thinking about how the life of the class can enrich the educational potential of the whole school team. In our opinion, those class teachers who try to find class friends in the immediate social environment are doing the right thing. They can be parents, grandparents, leaders of circles, clubs, sections, craftsmen, war and labor veterans. Friends of class teams are different people who differ in age, character, profession, political views, but are similar in two very important qualities. First, they are interested in something (with their passion, life experience, talent) for students; secondly, they show a desire to be useful to children. This position of adults causes an adequate reaction on the part of students who are also trying to become necessary to others. Completing the description of the image of the class, it should be noted that it should reflect the necessary, possible and desired state of the educational process. Necessary - this is the state that is modeled on the basis of taking into account the objective patterns and trends in the development of the process of educating students in this class; possible - this is the state that is projected in accordance with the real conditions of functioning and the zone of proximal development of the classroom team, identified in the course of the analytical activity of the teacher; desired- this is the state that is created in model representations, formed on the basis of subjective preferences, desires and interests of the teacher and his pupils. Only if the class teacher has such a formed image of the class can the fourth step be taken in planning educational work. Fourth step in drawing up a plan of educational work is collective planning. In the collective planning of the life of the class, not only the class teacher participates, but also the entire team of students in the class, as well as parents and friends of the class community. The professor considers collective planning the most difficult stage in the organization of collective creative activity from a methodological point of view. At the same time, it is precisely this that turns out to be decisive and largely determines the success of subsequent joint actions. Experienced practicing teachers and methodologists argue that if, without preliminary work, students are asked to make their proposals to the class work plan for the upcoming academic year, then it is hardly possible to achieve the desired result. In this case, insufficiently substantiated and primitive proposals will be received. There is an obvious need to use a special technology to include students, parents and other members of the class community in joint activities to draw up a plan. This technology was developed in detail in the theory and practice of the communard movement. It entered the theoretical and practical pedagogy under the name "collective planning". The founder of communal pedagogy believed that collective planning is a creative organizational matter, when each member of the team participates in the disclosure of prospects, in the search and selection of common tasks for a new period, and in the development of a specific plan for such activities. As the most important stage of collective organizational activity, collective planning includes a general gathering-start, a competition for the best proposal for a plan, questionnaires, etc. In subsequent years, the created technology of collective planning was replenished with new forms, methods and techniques. These include an auction of ideas and proposals, an open sheet (stand) of proposals, a piggy bank of ideas and proposals, a magazine-relay race, discussion, defense of plan drafts, etc. It should be noted that the technology of collective planning began to be used both in the preparation of a separate case and when choosing a set of cases and activities for a certain period of time. Any technology consists of sequentially performed actions. At this stage of planning educational work in the classroom, the following actions can be carried out: 1) preliminary planning of the life of the class community for a new period with student and parental assets; 2) organization of pedagogical support for collective planning; 3) implementation by the classroom community of long-term planning of life in the classroom; 4) designing, together with parents and friends, a class of actions for the pedagogical support of the implementation of the class life plan. Consider the methodological aspects of these actions. During pre-planning for the life of the class community stva it is important to broaden the pool of planners, engage student and parent activists with the prospects for what's to come in the new year, and garner their support. It is possible to discuss with a group of activists proposals for the work plan and the procedure for involving all students and their parents in the planning process: a) understanding and highlighting the most pressing problems of the life of the class; b) setting goals and objectives for the planned period; c) thinking over the general ideas (plan) of future life activity; d) determination of the main affairs of the upcoming academic year; e) search for answers to questions about the timing and procedure for actions of participants in collective planning; f) appointment of persons responsible for carrying out collective planning activities. Organization of pedagogical support collective planning presupposes the creation of conditions for its successful implementation. To do this, do the following: Agree in advance with class consultants on the time, place and content of consultations; Organize timely information and interaction between the organizers and participants of planning; Help the facilitators in preparing for the collection-start and conducting the defense of ideas and proposals in the work plan; Instruct the leaders of microgroups on the progress, timing and expected results of collective planning, methods and ways of organizing the work of microgroups (how to act in order to achieve the best result); Assist those responsible for individual areas in planning work. Classroom Community Activities development of a long-term plan it is advisable to divide into several periods: I period - collection-start of collective planning; II period - consultations with knowledgeable people; III period - exploration of affairs and friends; IV period - protection of ideas and proposals in the annual plan; V period - drawing up a plan for the life of the class; VI period - reflection of the results of collective planning. Action design for educatorsto ensure the implementation of the life planclass inactivity suggests: a) determination of the main directions of joint activities; b) appointment from among adults responsible for assisting students in the preparation and conduct of individual events; c) modeling of information and methodological support for the organization of the educational process and life in the classroom; d) planning financial and logistical support for the activities of the class community; e) designing actions to assist the student team in expanding and strengthening internal and external social ties and relationships. The correct and consistent use of the listed forms, methods and techniques of collective planning is the key to the successful implementation of all activities to draw up a plan for educational work. final step in joint planning activities are clarification, correction of pedagogicalthe plan of educational work and the design of the plan of educational work. The class teacher, after using the techniques and methods of collective planning, as a rule, clarifies and corrects his initial plan to build life and educational process in the class community in the new academic year. He tries to take into account the proposals of students and parents as much as possible and, on the basis of their wishes, form more specific ideas about the target, content, organizational and evaluation-diagnostic components of the upcoming educational activities. At this stage, the class teacher can already begin to draw up a plan of educational work. To do this, he needs to choose the most rational version of the form and structure of the plan and, when compiling it, comply with the requirements for pedagogical planning documents. The authors of the textbook "Pedagogy" (, Mishchenko A.I.,), published in 1997, call the following requirements for plans for educational work: Purposefulness and specificity of educational tasks; The brevity of the plan, its compactness; A variety of content, forms and methods, the optimal combination of education and organization of children's activities; Continuity, systematic and consistency; Combination of prospects and relevance of the planned types of work; Unity of pedagogical leadership and activity of pupils; Taking into account the age and individual characteristics of students, their level of preparedness and living conditions; Relationship between in-class work and work outside of school; Consistency of the plan with the activities of the school and children's public organizations; Plan flexibility. Compliance with the above requirements will allow the class teacher to correctly and effectively carry out activities to draw up and draw up a plan of educational work. 3. ACCOUNT OF INDIVIDUAL PSYCHOPHYSIOLOGICAL CHARACTERISTICS OF CHILDREN IN THE ORGANIZATION OF PEDAGOGICAL ACTIVITIES
Familiarization with the medical indications of the child Teachers are required to know the health group, according to which this or that psychophysical load on the child can be dosed Children of the main (I) group These are children with good health and they can engage in full program, with maximum psycho-physical load. There are no deviations in the functions of the main systems and organs. Children of additional (II) group Children in this group can participate in an abbreviated program. In order to maintain and improve health, children and adolescents in this group need longer breaks (pauses) between individual activities, and the activities themselves should be shortened in time or reduced in terms of physical activity. Children (IV) health groups These are children with persistent, uncompensated chronic diseases or even disabilities. Of course, they will be able to engage only in a health-improving and correctional program. COMPLIANCE WITH THE REGULARITIES OF HEALTH PEDAGOGY https://pandia.ru/text/78/040/images/image005_104.gif" width="342" height="228"> Accounting for the individual characteristics of students
After analyzing the information received, the class teacher makes a presentation about the overall picture of academic performance in the class and the participation of each child in the educational process. Naturally, every parent wants specific information about their child's progress, so it's a good idea to prepare summary sheets of progress for each student. If, according to subject teachers, the performance of some students is of concern, then it is worth underlining the corresponding series of assessments with a colored marker. It may happen that parents (even by regularly checking the diary) do not fully understand the progress of the child. For a full-fledged parent meeting, the class teacher can also prepare various visual materials that testify to the success of the class and its individual students: certificates, diplomas, photographs, video reports, especially successful written or applied work. For the special success of children in school or extracurricular activities, their parents are awarded letters of thanks. The next step in the preparation of the parent meeting will be the development of a scenario and the holding of the meeting. Be that as it may, any scenario, including the scenario of the parent meeting, is a creative matter. Any situation can be the reason for holding a meeting, but in almost every parent meeting there should be five mandatory components. First of all, this is an analysis of the educational achievements of students in the class. The teacher needs to inform the audience before the speech that he will answer all the answers of a private nature during a personal meeting. When conveying the opinions of subject teachers, the class teacher should not provide their words with a subjective interpretation. Next, you should familiarize parents with the state of the socio-emotional climate in the classroom. The teacher can share his observations of the behavior of the children in situations that are significant for them (in the classroom, during breaks, in the canteen, on excursions,). The topic of conversation can be relationships, and speech, and the appearance of students, and other issues. The main thing is to try to convey to parents from the very first meetings that the role of the school is to help the child in his socialization. After all, it is here that children get the experience of interacting with other people, which is just as important as the acquisition of knowledge. In the process of such conversations, the teacher should exercise the utmost delicacy, avoiding negative assessments of a particular student or parent. It would be wrong to start listing the list of “sins” of schoolchildren in front of those present. Among the tasks facing the class teacher during parent-teacher meetings, there is also psychological and pedagogical education. The teacher is obliged to increase the level of psychological and pedagogical competence of parents. The teacher can talk about new books that can help parents in raising their son or daughter, about interesting exhibitions, films, performances that the whole family could visit. The parent meeting is the most appropriate place to discuss organizational issues related to the life of the class. Here you can make decisions and plan excursions, cool evenings, summer vacations, purchase of teaching aids, work on the improvement of the office. Usually, parents get acquainted with the report on the work done and the plan for upcoming events. It is better to discuss the financial aspects of everything planned and carried out at meetings of the parent committee. And the parent meeting ends with personal conversations with parents. Particular attention should be paid to parents of children with learning and developmental problems. The difficulty lies in the fact that very often these parents, fearing criticism, avoid parent-teacher meetings, and the class teacher should strive to provide them with a sense of security, to make it clear that they are not being judged here, but are trying to help. The tactic of joining is very effective: “I understand you!”, “I agree with you!”. Each parent meeting should not pass without a trace. The final stage of its organization can be called comprehension of the results of the parent meeting. It is necessary to sum up the results at the meeting, draw conclusions, outline ways for further work, report on the next meeting. Parents can express their opinion about the meeting by filling out questionnaires, which will be the subject of the teacher's study. And now let's get acquainted with the advice of psychologists that will help you orient yourself and not go astray when holding such a significant event for the life of a class as a parent meeting.
During the parent meeting, it is not necessary
At the meeting, you can distribute to all parents a printout of a kind of children's memorandum addressed directly to them. This text will help many mothers and fathers to build a trusting and harmonious relationship with their children. A letter of appeal to the closest and dearest people - my parents. Don't spoil me. I know very well that I shouldn't get everything I ask for. I'm just checking on you. Don't be afraid to be firm with me. I prefer it. This allows me to know the measure and the place. Do not use force in dealing with me. Otherwise it will teach me to think that power is all that matters. I will more readily accept your guidance on me. Don't be inconsistent. It confuses me and makes me try to "get away with it" in every possible way. Don't make empty promises. This will undermine my trust in you. Do not fall for my provocations when I say and do things that upset you. Otherwise, I will again try to achieve such a “victory”. Don't be upset if I say I hate you. I just want you to regret what you did to me. Don't make me feel like a kid. I compensate by acting like I am the "center of the universe." Do not do for me and for me what I can do for myself and for 5.Regulations on the parent committee of the class 1. The class parent committee is an association of parents whose activities are aimed at all-round assistance to the teaching staff of teachers working in the class, the class teacher in organizing cooperation between the family and the school for the benefit of class students. 2. The parent committee is elected at the parent meeting at the beginning of the school year for a period of one school year. 3. Parents of any student of the class can be elected to the parent committee of the class at their request or at the suggestion of the majority of participants in the parent meeting of the class. 4. The chairman of the parent committee is selected from among the elected members of the parent committee at the first meeting. 5. The parent committee reports on its activities to the parent meeting. 6. The meeting of parents has the right to demand an extraordinary report from the parent committee if it doubts its actions. 7. The parent class committee participates in meetings of the School Council, in school conferences, meetings of parent class committees with the school administration. 8. Meetings of the parent committee of the class are held 3-4 times in the academic quarter. The decisions made are recorded in the protocol, which is kept by the chairman of the parent committee. The regulation on the parent committee of the class is adopted at a meeting of the parent committee of the school or at a meeting of the School Council. The parent committee of the class must: Help the class teacher in establishing contact with the parent team; Involve parents in joint activities with children; Influence the formation of a culture of parental communication; To be an intermediary between the family, school, public organizations in difficult life situations; To stimulate asceticism and responsibility in the upbringing of the younger generation; To come up with initiatives and proposals to improve the educational process at school; Observe ethical standards in communication with students, teachers and their parents. The parent committee has the right: Actively participate in the organization of the educational process in the classroom; Assist the class teacher and the school in purchasing textbooks and manuals; Visit students at home with the class teacher; Participate in class and extracurricular activities; Express your opinion about the activities carried out in the class; Influence together with the class teacher on those parents who are not involved in raising their children; Conduct conversations with problem students; Maintain close contact with law enforcement agencies and public organizations to protect the rights and interests of the child and family; Involve, if necessary, various kinds of specialists to solve family problems. 6. Regulations on the appointment of a duty teacher and a duty class General provisions 1.1. The duty teacher is appointed from among the teachers on the basis of the order of the Director of the School. 1.2. The duty teacher reports directly to the duty administrator. 1.3. In his activities, the duty teacher is guided by the internal labor regulations, this job description. The teacher on duty complies with the Convention on the Rights of the Child. Functions 2.1. The main activity of the teacher on duty is to monitor the observance by students of the Rules of Conduct for students. Job Responsibilities The Duty Teacher has the following responsibilities: 3.1. Takes part in the organization: Student activities during breaks; Activities of employees and students of the School in case of unforeseen situations; If necessary, call emergency services. 3.2. Takes part in the coordination of: Joint activities of employees and students of the School, emergency and special services in case of unforeseen situations. 3.3.Controls: Compliance by students with the Rules of Conduct for Students. Rights The duty teacher has the right, within his competence: 4.2. Give obligatory orders to students during their duty. A responsibility 5.1. For non-fulfillment or improper fulfillment without good reason of the Charter and the Internal Labor Regulations of the School, legal orders of the Director of the School and other local regulations, official duties established by this Instruction, including for not using the rights granted, the teacher on duty bears disciplinary responsibility in in the manner prescribed by labor law. 5.2. For the use, including a single one, of methods of education associated with physical and (or) mental violence against the personality of the student, the teacher on duty may be dismissed from his position in accordance with labor legislation and the Law of the Republic of Kazakhstan "On Education". 5.3. For violation of the rules of fire safety, labor protection, sanitary and hygienic rules for organizing the educational process, the duty teacher is brought to administrative responsibility in the manner and in the cases provided for by administrative legislation. Relationships. Relations by position Duty teacher: 6.1. Works according to the schedule drawn up by the deputy director for VR of the school 6.2. Informs the administrator on duty and the relevant services about all emergencies at the School related to the life and health of children. Responsibilities of the duty class and the duty teacher. 1 The duty class led by the duty teacher and the duty administrator arrives at the school by 7:45. 2 The duty begins with a briefing, where the class teacher outlines the main tasks, gives recommendations on their implementation and implementation. 3 The duty administrator makes his proposals on the organization of duty, focuses on problems that need to be addressed and controlled. 4 Duty officers are assigned to posts determined at the school and are responsible for: a) discipline; b) sanitary condition; c) the aesthetic appearance of its object and the surrounding area. 6 Duty officers have the right to make claims and enforce the Charter of the school. 7 In case of non-compliance by students with the requirements of the duty officers, they contact the student responsible for duty or the class teacher with information about violations. Problems not resolved by their forces are brought to the attention of the administrator on duty, if a violation of the sanitary condition, damage to school property occurred in the absence of the person on duty, he is responsible for eliminating the consequences of these violations. 8 At the end of the school day, the attendants check the sanitary condition of the school, monitor the progress of cleaning the classrooms assigned to the classes, and transmit summary information to the responsible duty or duty teacher. 9 The results of the duty for the day are summed up in working order. 10 The issue of gross and systematic violations can be submitted to the council of high school students. 11 If the duty teacher is unable to fulfill his duties, he must notify the social pedagogue or the administration in advance of this in order to replace him in a timely manner. |
1.
Regulatory bases. Duties of the class teacher;
Agenda" href="/text/category/povestki_dnya/" rel="bookmark"> the agenda of the meeting and invite all participants. Then, conversations are held with all teachers working in the class in order to discuss personal learning success and behavior of children at lessons.Popular:
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